• Education of Primary School Mathematics
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• 제20권1호
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• pp.85-99
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• 2017

In order to improve mathematical problem-solving ability, there has been a need for research on practical application of meta-affect which is found to play an important role in problem-solving procedure. In this study, we analyzed the characteristics of the sociodynamical aspects of the meta-affective factor of the successful problem-solving procedure of small groups in the context of collaboration, which is known that it overcomes difficulties in research methods for meta-affect and activates positive meta-affect, and works effectively in actual problem-solving activities. For this purpose, meta-functional type of meta-affect and transact elements of collaboration were identified as the criterion for analysis. This study grasps the characteristics about sociodynamical function of meta-affect that results in successful problem solving by observing and analyzing the case of the transact structure associated with the meta-functional type of meta-affect appearing in actual episode unit of the collaborative mathematical problem-solving activity of elementary school students. The results of this study suggest that it provides practical implications for the implementation of teaching and learning methods of successful mathematical problem solving in the aspect of affective-sociodynamics.

• Journal of the Korean Society of Earth Science Education
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• 제9권3호
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• pp.276-291
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• 2016

This study is to develop a valid and reliable instrument for measuring students' creative engineering problem solving propensity. The creative engineering problem solving is operationally defined in this study as a creative problem solving skill in an engineering context. To develop the instrument, first we define seven common constructs between engineering problem solving skill and creative problem solving skill through an intensive literature review; motivation, context, personal character, engineering design, engienering habits of mind, understandings of engineering and engineers, communication skill, and collaboration skill. Based on the seven constructs and the face validity test conducted by two in-service science teachers and 4 experts in science education research, 40 preliminary items were developed. Then the preliminary instrument was implemented in a science gifted highschool to measure the reliability of the instrument. From the 40 items, 34 items were selected through the initial reliability test by Cronbach's ${\alpha}$(>.75). Finally through the three times of factor analysis process, 28 items in five construct categories were selected; motivation (3 items), engineering design (6 items), engineering habits of mind (9 items), understandings of engineering and engineers (4 items), communication and collaboration skill (6 items). The factor analysis result showed that the reliability of each construct category was between .733 to .892., meaning that the instrument is reliable in terms of the higher structural validity (each item is categorized in an appropriate construct category). We expect that the creative engineering problem solving propensity instrument developed in this study can be used in various contexts for STEAM education research as a reliable and valid instrument.

• Journal of Convergence for Information Technology
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• 제10권8호
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• pp.173-178
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• 2020

In the near future, as artificial intelligence and computing network technology develop, collaboration with artificial intelligence (AI) will become important. In an AI society, the ability to communicate and collaborate among people is an important element of talent. To do this, it is necessary to understand how artificial intelligence based on computer science works. An algorithmic education focused on problem solving and learning is efficient for computer science education. In this study, the results of an assessment of computational thinking at the beginning of the semester, a satisfaction survey at the end of the semester, and academic performance were compared and analyzed for 28 students who received algorithmic education focused on problem-solving learning. As a result of diagnosing students' computational thinking and problem-solving learning, teaching methods, lecture satisfaction, and other environmental factors, a correlation was found, and regression analysis confirmed that problem-solving learning had an effect on improving lecture satisfaction and computational thinking ability. For algorithmic education, if you pursue a problem-solving learning technique and a way to improve students' satisfaction, it will help students improve their problem-solving skills.

• Journal of the Korean Chemical Society
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• 제67권4호
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• pp.281-295
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• 2023

The purpose of this study was to investigate the effects of role assignment in a group on collaboration in a mid- dle school science class to which Collaborative Problem Solving for Character Competency (CoProC) model was applied. For this purpose, 4 classes in the second year of a middle school located in a small and medium-sized city were selected, two classes among these were assigned roles, and the other classes were not. The science class with 4 topics using CoProC model was carried out. As a result of the study, in middle school science class to which CoProC was applied, it was effective in increasing the collaboration. As a result of analyzing the discussion process using the analysis framework for collaboration developed in this study, the group without role assignment was statistically significantly higher than the group with role assignment in the total score and the four sub-factors, especially in 'partnership building' and 'consensus building' which is a high level of collaboration.

• Asian Journal of Innovation and Policy
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• 제5권1호
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• pp.55-77
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• 2016

This paper focuses on how an integrated or systemic approach is needed to both investigate and connect different kinds of interdisciplinary inquiry and knowledge within and beyond universities to encourage more productive collaboration with the other three ‘macro stakeholders’ - government, business, and the wider community. In this way universities can and should provide a greater leadership role in sustainability, innovation and policy studies. Such a framework is needed to also help to change the view of many that academics should just play a supporting role of providing specialised technical expertise only to the other macro stakeholders. The interdisciplinary and collaborative framework developed here is applied to the on-going water crisis in Malaysia - an exemplary complex problem-solving basis for seeking sustainable policy solutions to diverse challenges. As further discussed, this was applied also in practice to a multi-stakeholder seminar on addressing the difficult policy challenges of the Malaysian water industry and sector.

• Journal of Engineering Education Research
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• 제19권1호
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• pp.37-46
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• 2016

The purposes of the study were to examine engineering students' concerns and problems while they were choosing a project topic in interdisciplinary collaboration and to suggest ways to support them in an early stage of collaboration phase. To answer the research questions, we conducted a case study with engineering participants in GCTI 2015, an interdisciplinary collaborative and creative group project. Multiple data sources including focus group interviews, online survey and researchers' observation notes were used to triangulate research findings. We found four main concerns of engineering students. These concerns include (1) lack of self-efficacy, (2) limited resources, (3) lack of shared, meaningful, and common goals, and (4) lack of content knowledge. Based on these concerns we proposed four supports in an early stage of the collaborative project. These supports includes (1) implementing an orientation program, (2) providing opportunities for social interactions, (3) providing expert feedback, and (4) providing consultation for team building.

• The Journal of the Convergence on Culture Technology
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• 제7권1호
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• pp.300-308
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• 2021

The epidemic of COVID19 caused a big change in design collaboration, which has been conducting using face-to-face interaction. Designers actively used video conferencing and online document tools in situations where face-to-face meetings were difficult, and this gave them an opportunity to experience that non-face-to-face collaboration can be more effective in a specific design process. In this regard, this study attempted to find out which activities during the design process are more compelling in face-to-face collaboration or non-face-to-face collaboration. To do this, three user experience design projects conducted after the COVID19 epidemic were analyzed through a retrospective interview method. As a result, during four design stages, 'Discover, Define, Develop, Deliver', face-to-face collaboration is necessary for the areas that require creative problem solving through active interaction. In contrast, non-face-to-face collaboration is preferred and more effective when designers need their own space and proceed their design work. In addition, the aspects of design tools supporting non-face-to-face collaboration were also illustrated. Findings discovered through this study are expected to contribute to research on the design process later.

• Journal of the Korean Society for information Management
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• 제22권1호
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• pp.209-228
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• 2005

This study is a preliminary work in examining how to manage resources for collaboratively interactive help systems. The purpose of this article is to describe significant patterns of behaviors and cognitive state in collaborative problem-solving situation, and further to explore the relationship between the behavior and the perception of service evaluation. Based on the concept of 'cognitive motion' in Dervin's Sense-Making theory, this study conducted a time-line interview. The sample of this study consists of 22 IT personnel helping other person solve IT problems and 36 users being helped for a IT problem-solving. This study presents a model of collaborative problem-solving behaviors and discusses some implications for designing help systems which collaborative interactions can happen.

• Journal of Digital Convergence
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• 제18권10호
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• pp.453-458
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• 2020

Recently, it is difficult to communicate face-to-face during work due to corona. To solve this problem, various platform-type communication tools are being created. For this study, we surveyed office workers in the 2040 field to find out what tools they are using the most and what are the most difficult problems with their collaboration. According to the analysis, practitioners use familiar tools that they used frequently for their work, and during the collaboration, poor communication is the most difficult. In this study, we would like to identify the tools and uses that are currently being used by domestic designers and developers in collaboration, and suggest directions for solving problems.

• Journal of The Korean Association For Science Education
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• 제35권6호
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• pp.1049-1062
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• 2015

To understand the synergy of collaboration and to apply this understanding to education, an analysis of how a team solves a problem and the sharing of their mental models is needed. This paper analyzed two things qualitatively to find out the source of synergy in a collaborative problem-solving process. First, the sharing contents in team mental model and second, the process of sharing the team mental model. Ten gifted middle school students collaborated to solve an ill-defined problem called sunshine through foliage problem. The gifted students shared the following results after the collaboration: First, scientific concept prior to common idea or the idea that all group members have before the discussions; second, unique individual ideas of group members; and third, created ideas that were not originally in the personal mental model. With created ideas, the team model becomes more than the sum of individuals. According to the results of process analysis, in the process of sharing mental model, the students proposed and shared the most important variable first. This result implied that the analysis of the order of sharing ideas is important as much as finding shared ideas. Also, the result shows that through their collaboration, the gifted students' shared mental model became more refined and expanded as compared to their individual prior mental models. It is recommended that these results can be used to measure shared mental model and develop collaborative learning models for students.